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As the flagship journal of the Society for Research in Child Development, Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers.

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Abstract

The present study was designed to test the hypothesis that the retardation of infants in The Creche, an institution for infants in Beirut, Lebanon, is largely due to the poverty of experiences that are relevant to the testing situations. It was proposed that if this interpretation is correct, and if retardation is remediable, it should be possible to improve the test scores of Creche infants by providing supplementary experiences that are relevant to test performances. Two groups of Creche children, very similar in CA and DA, comprised an experimental group and a control group, consisting of five and eight infants, respectively. The groups were given Test 1 and, 1 month later, Test 2. In this interval the experimental group was given about 1 hour of supplementary experience per day for 15 days. In 1 month the experimental group made a mean gain in DA that was more than four times the average increase per month in the pre-experimental period. In this month the control group gained less than the experimental group but more than they had gained per month in the pre-experimental period. Retrospectively it appeared that the experimental group and the control group received certain supplementary experiences in ways not anticipated by the researchers. However, these supplementary experiences stopped when the training period ended. Very little gain in DA occurred in either group in the subsequent 6-week period. It is felt that the results of the study support the hypothesis that appropriate supplementary experiences can result in rapid increases in behavioral development on the part of environmentally retarded infants.